How to understand and embody the educational function of media?

First, the proposal of the topic

(1) experimental background

At present, the implementation of quality education is the requirement of social and economic development entering a new stage. UNESCO put forward strategic thinking and action suggestions for education in the 2 1 century in relevant special reports, pointing out: "The mission of education is to enable everyone to develop their talents and creative potential."

Our school was formerly the No.1 13 Middle School in Urumqi. 1982 transformed into municipal teachers' vocational school. 1997 was renamed as the city vocational preschool teachers' school, and the organizational system was subordinate to 13 middle school. Since the establishment of 15, the school has taken effective measures to implement the national master plan for art education, accumulated some experience in developing students' artistic potential, and trained a large number of preschool education graduates and teachers for Urumqi and other cities in Xinjiang, which won favorable comments from the society. 1996 10, the experimental base of early childhood education in our school-the affiliated kindergarten was established; 1April, 1997, our school was named as the first batch of quality education pilot schools in Urumqi by the Municipal Education Commission, which put forward higher requirements for the teaching quality of preschool education in our school. How to give full play to students' artistic talent, develop their creative potential, and cultivate them into talents with certain aesthetic ability and basic professional ability, which can meet the needs of society and the times and be competent for preschool education in the 2/kloc-0 century is an arduous task before us.

In recent years, kindergarten teachers have realized more deeply that quality education is not only a slogan, a directional expectation, but also an action plan and an operable and detectable concrete educational reform practice. Our vocational kindergarten teachers are secondary professional vocational schools in pre-school education, which are different from art colleges. They train preschool educators with aesthetic quality, not artists, so the setting of art courses has its own characteristics. In the process of education and teaching, how to strengthen aesthetic education and promote the implementation of quality education is a problem worthy of our in-depth discussion.

Using audio-visual media (modern educational technology) to optimize classroom teaching structure, highlight the characteristics of art courses, embody the characteristics of specialized courses, make up for the lack of language with the advantages of intuitive images and vivid pictures, and provide students with typical examples of learning and imitation, which is of great significance to achieve the best effect of education and teaching. Making full use of modern educational technology (audio-visual media) is an important means and way to implement the principle of aesthetic education in classroom teaching, improve students' aesthetic taste and ability, and cultivate students' persistent pursuit of beauty. Therefore, we announced the experimental topic "The role of audio-visual media in aesthetic education".

(2) Experimental conditions

1. The leaders of our school attach great importance to and strongly support audio-visual education. While building a comprehensive teaching building, they try their best to improve the conditions for running schools. They have completed the construction of multifunctional audio-visual education hall, audio-visual classroom and microcomputer room, equipped each class with projectors, screens and tape recorders, basically purchased corresponding audio-visual education textbooks, and are currently building a closed-circuit television system with two-way control. All these have created the necessary material conditions for the implementation of the project.

2. In recent years, kindergarten teachers in our school have made some useful attempts in exploring the practice of teaching reform, accumulated some experience and achieved certain results. Some achievements have also been made in optimizing teaching effect by using audio-visual media. The experimental teachers who undertake this project all have college education or above, and some are middle and senior teachers. Therefore, we have the teachers and experimental conditions to carry out experimental research.

Second, the theoretical basis of the experiment

(A) Bloom's educational goal classification theory.

Bloom, a famous American psychologist, divided the educational goal into three areas: cognitive area, emotional area and skill area (psychological action area).

1. Cognitive domain

Bloom divided the cognitive field into six interrelated levels, namely, memory, understanding, application, analysis, synthesis and evaluation, and described the goals of each level with clear behavioral verbs. For example:

① Memory level: narration, description, explanation, identification, enumeration, speaking, selection, repetition, etc.

② Understanding stratum: transformation, distinction, explanation, example, estimation, prediction and summary.

③ Application layer: transformation, calculation, demonstration, discovery, prediction, performance, solution and modification.

2. Emotional field

The goal of emotional field can be divided into five levels, namely, acceptance, reaction, criticism, organization and stereotype, which develop from low to high. List of explicit behavior description verbs:

① Reaction layer: answer, compliance, execution, implementation, help, discussion, proposal, compliance, etc.

② Key stratum: description, distinction, explanation, admiration, discrimination, evaluation, research, etc.

③ Organizational level: persistence, modification, arrangement, explanation, pointing out, integration, planning, protection, etc.

3. Skill areas

The goal of skill field is divided into six different but closely related levels: understanding, contact, imitation, operation, familiarity and creation. Examples of explicit behavior description verbs are as follows:

① Understanding layer: description, use, redo, plagiarism, etc.

(2) Imitating stratum: establishing the behavior model (pattern) of …, connecting the relationship, structure or construction of …;

③ Creation layer: manufacturing, correction, improvement and creation.

(2) Aesthetic education theory. Aesthetic education, or aesthetic education or art education, is an important part of school education. Aesthetic education is an education that uses artistic beauty, natural beauty and social life beauty to cultivate students' correct aesthetic concept and ability to feel beauty, appreciate beauty and create beauty.

Aesthetic education includes two aspects: aesthetic formal education and aesthetic education: aesthetic formal education mainly cultivates students' ability to appreciate and distinguish the ever-changing forms and structures of beauty in nature; Aesthetic education is mainly to cultivate students' sound aesthetic psychological structure, including the improvement and coordination of psychological abilities such as feeling, perception, emotion, imagination and understanding, and finally realize some keen aesthetic perception, aesthetic and creative abilities. It plays an irreplaceable role in improving people's quality in other educational disciplines.

First of all, aesthetic education helps to develop people's comprehensive thinking. People's thinking can be divided into logical thinking (scientific thinking) and image thinking (artistic thinking), which are inseparable. To improve the quality of thinking and intelligence, we must pass aesthetic education. In all education, the fundamental advantage of aesthetic education lies in developing people's thinking in images. Because the aesthetic process has the characteristics of thinking in images and needs imagination and creation. Imagination and creation are the most basic qualities in the process of aesthetic thinking, and thinking in images is the liberation of thinking.

Suhomlinski emphasized: "Teachers should guide students to perceive and understand beauty." Perceiving and understanding beauty is the foundation and key of aesthetic education and the core of aesthetic education. Perception and understanding, one is to see and the other is to listen. Seeing and listening are the first windows to beauty, and it is important to have the guidance of teachers, so that students can have a sense of beauty after watching and listening.

Secondly, aesthetic education helps to cultivate students' healthy and rich emotional world. In the process of education, teachers and students must take emotion as a bridge and link to produce educational effects. The characteristics of aesthetic education are not only convincing people with reason, but more importantly, moving people with emotion and controlling people with emotion. Therefore, it is very important to strengthen aesthetic education and cultivate students' healthy and rich emotional world.

Third, aesthetic education helps to strengthen moral education, and beauty helps morality. The characteristic of aesthetic education is that it is not compulsory, but arouses people's interest, touches people's emotions and makes people receive a happy education through artistic activities. Through aesthetic education, help students understand right and wrong, good and evil, beauty and ugliness, take goodness as beauty, virtue as beauty, love science as beauty, patriotism as beauty, and diligence as beauty.

(3) The theory of audio-visual education. Audio-visual education theory holds that classroom teaching should not only attach importance to audio-visual media, but also attach importance to the relationship between audio-visual media and teaching elements and systems such as teachers, students and teaching contents. Teachers' thinking and practice should not be limited to "audio-visual media", nor should the role of audio-visual media be grafted on the traditional teaching concept. The effectiveness of classroom audio-visual teaching depends not only on the correct choice of audio-visual media and its harmonious role with other elements, but also on the guidance of modern teaching concepts.

Audio-visual education media has the characteristics of sound, light, color and movement, and acts on students' various senses. Guided by modern education and teaching theory, the design of classroom audio-visual teaching combines audio-visual media, as one of the systematic teaching elements, with teaching elements such as teachers, students and teaching content to form an orderly structure with time-space relationship, giving full play to the overall efficiency of the system, thus optimizing the classroom teaching effect.

Third, the experimental hypothesis

According to the characteristics of aesthetic education and the role of audio-visual media, we divide the teaching content of art subjects such as art, music and children's literature into three levels: aesthetic knowledge, aesthetic emotion and aesthetic ability. The learning level of students is divided into three levels from low to high, namely, understanding and mastering, analyzing and appreciating, imitating and creating. This classroom teaching mode of aesthetic education is conducive to strengthening the accumulation of students' aesthetic knowledge, stimulating students' pursuit of aesthetic ideals, and making students consciously transform the learning process into an aesthetic process.

In classroom teaching, if we use audio-visual media to optimize this teaching structure, we will certainly be able to develop students' thinking in images, cultivate students' rich and healthy aesthetic feelings, and then improve their professional skills and aesthetic quality.

Classroom teaching mode of aesthetic education

Fourthly, the relationship between variables in the experiment.

experimental variable

Independent variable: audio-visual media

Dependent variable: the improvement of professional skills and aesthetic quality

(2) Variable decomposition

1. Decomposition of independent variables

Using audio-visual media to optimize the classroom teaching structure mode, so that various elements in the classroom teaching system can be optimized and combined to form a joint force.

① Select and make audio-visual teaching materials suitable for teaching content, so as to make the audio-visual teaching materials scientific, practical, vivid and intuitive, and give full play to the advantages of audio-visual teaching materials.

② Choose the best function point of audio-visual media, correctly grasp the timing and time of audio-visual media, so that audio-visual media can stimulate aesthetic interest, transmit aesthetic information and strengthen aesthetic skills and skill training in classroom aesthetic education.

③ Standardize and skillfully operate audio-visual teaching equipment to control interference.

2. Dependent variable decomposition

The use of audio-visual media can improve the quality and efficiency of classroom teaching, enable students to master aesthetic knowledge and skills, arouse students' pursuit of aesthetic ideals, directly participate in artistic creation activities, and improve professional skills and aesthetic quality.

① Cultivate students' abilities of observation, perception, understanding and imagination, and develop students' thinking in images.

② Cultivate students' rich and healthy aesthetic feelings and improve their ability to appreciate the form and structure of beauty.

③ Open aesthetic comprehension, strengthen aesthetic experience and develop students' aesthetic creativity.

Verb (abbreviation of verb) The content and goal of the experiment.

(A) experimental content

1. The role of audio-visual media in aesthetic education.

In art classroom teaching, we should use audio-visual media to optimize classroom teaching structure, reform traditional teaching mode, make classroom teaching process become students' aesthetic process, explore the ways, means, methods and results of audio-visual media's role in aesthetic education, and reveal its laws.

2. The role of aesthetic education in quality education.

Aesthetic education (art education) is one of the important contents and ways of students' quality education. How to promote quality education through aesthetic education and reveal the interrelation and internal law between aesthetic quality and ideological and moral quality, cultural and scientific quality, physical quality, labor skill quality and psychological quality is an important content of this topic.

3. The organic combination of modern educational technology with aesthetics, pedagogy and psychology.

The experiment of this topic will seek the combination of modern educational technology with aesthetics, pedagogy and psychology in classroom teaching, in order to make some contributions in theory and practice.

(2) experimental objectives

The trial period of this project is tentatively set at three years, that is, from September 2000 1997 to September 2000. The overall goal of the three-year experiment is to optimize the classroom teaching mode of aesthetic education by using audio-visual media, develop students' thinking in images, cultivate students' rich and healthy aesthetic feelings, and improve their professional skills and aesthetic quality. Specifically divided into the following two aspects.

1. Development goals

① The experimental research of this topic comprehensively implements the overall planning of national school art education, develops students' thinking in images, and comprehensively improves students' aesthetic ideals, aesthetic tastes and aesthetic abilities.

(2) Strictly implement the class hour standard stipulated by the State Education Commission, improve the quality of 45-minute classroom teaching, improve the teaching efficiency of art subjects, and significantly improve the qualified rate and excellent rate of students.

③ Cultivate pre-school education professionals with "one specialty and many abilities".

Understand the goal

Perfecting the management mechanism, improving teachers' teaching level and professional quality, and compiling audio-visual teaching materials are also important tasks of this topic.

① Improve the management mechanism of school art education through experimental research, and regularly check and evaluate school art education.

② Improve teaching and research ability and teachers' quality through experimental research.

(3) Through experimental research, revise and make a set of audio-visual teaching materials suitable for classroom teaching, and write a paper related to the subject experiment.

④ Through experimental research, the construction of audio-visual facilities and audio-visual teaching materials in the school has reached a new level, and the use and management of audio-visual facilities and equipment have reached a new level.

⑤ Collect and select a set of typical teaching plans and teaching designs through experimental research.

Six, the beginning and operation of the experiment

(A) a correct understanding and application of aesthetic education classroom teaching mode

1. Accurately divide knowledge points, emotional points and skill points in classroom teaching, and formulate clear and specific teaching objectives;

2. Scientifically analyze the density, difficulty and speed of classroom teaching, and stress the connection mode, sequence arrangement and time allocation of each energy point in a class.

3. Optimize the structural relationship of classroom teaching elements, ensure the smooth information input and feedback channels, and realize the combination of "speaking and practicing" and "practicing".

(B) the use of classroom audio-visual teaching design

1. List of teaching elements

① Every point of teaching informed ability should be divided into key points and difficult points, and the order and hierarchical relationship between them should be reflected to determine the corresponding learning level.

② The expression of teaching objectives should be clear and specific. Generally speaking, the expression of teaching objectives includes teaching objects, teaching conditions, learning level, explicit learning behavior and teaching content. Explicit behavior is an indispensable part of the expression of teaching objectives.

(3) The combination of teaching media should have the synergistic effect of fostering strengths and avoiding weaknesses and complementing each other. The use of teaching media should fully consider its best function point, best function opportunity and best function time.

Table 1 list of teaching elements

2. Flowchart of teaching process

The teaching process flow chart is one of the important parts of classroom audio-visual teaching design. It combines teachers, teaching media and students to form a tangible and real structure according to the theory of the overall structure of classroom teaching. The teaching process flow chart reflects the activities of teachers, the choice of teaching media and the activities of students with charts composed of different symbols. The design of a good teaching process flow chart can not only reflect teaching methods, but also the use of learning methods and teaching media, fully reflect the leading role of teachers, the main role of students and the demonstration role of media, thus highlighting the purpose, order, two-way and controllability of teaching activities.

Step 3 form exercises

As far as classroom teaching is concerned, formative evaluation based on class hours usually needs to compile a set of exercises with reasonable structure to comprehensively test the classroom teaching situation in the unit time. This kind of exercise is formative. Formative exercise is one of the important means and methods of formative evaluation. It aims to adjust the teaching speed, improve teaching methods, understand the students' learning progress, consolidate the intermediate results of teaching, and help students summarize or strengthen the teaching focus in stages. , combined with the development of teaching activities. Formative exercise has many functions such as feedback, passion, reinforcement, diagnosis and evaluation.

(3) Offering elective courses

While ensuring the quality and efficiency of classroom teaching, we should break the restrictions of grades and classes, and set up 10 elective courses such as chorus, accordion, piano, dance, aerobics, art, fashion, wind music, etc. in the whole school, so as to create conditions for cultivating a versatile preschool education talent.

(4) Hold various lectures on aesthetic education to enliven campus cultural life.

Seven, the experimental inspection

(1) test items

1. Improve teaching quality;

2. The improvement of classroom teaching efficiency;

3. Mastering and improving students' professional knowledge and skills;

4. Improving students' aesthetic taste;

5. Compilation of audio-visual teaching materials;

6. Collection of typical teaching examples and teaching plans;

7. Students' homework.

(2) detection tools

1. Class record: Class record the allocation of teaching hours, the operation and use of media, the timing, time and results of media action;

2. Usually collect: typical classes of teachers, teaching design, students' homework, etc.

3. Questionnaire survey: presentation content, questioning content, practice content, homework, etc. Record and count students' answers and evaluate the effect of classroom teaching;

4. Various competitions: "pentathlon" competition, professional skill competition, etc. , record students' grades, understand and master the development of students' skills;

5. Reporting performances: New Year's Day theatrical performances, graduation reporting performances, etc. , and record the identification and evaluation;

6. Exhibition of works: exhibition of works of art, exhibition of handmade works, etc. ;

7. After-class test: Test students' mastery in class from three different levels of propositions;

8. Stage test: Mid-term exam and final exam of each semester, calculate the qualified rate and excellent rate, and test compliance.

(3) Detection frequency

1. Conduct four teaching quality tests each semester, combining the mid-term and final exams;

2. Test the teaching efficiency four times per semester, check the teaching plan, collect the teaching plan and collect the audio-visual teaching materials twice per semester.

(4) detection data processing

1. Create an experimental file and select archive;

2. Compare the phase test and insertion test data with the t value.

Eight, experimental steps

This topic is a growing experimental research, which mainly adopts experimental research methods, with a period of 3 years and is divided into three stages:

(1) preparation stage (65438+September 0996-65438+June 0997)

1. Learn the theory, choose the subject and make the experiment plan;

2. Training experimental teachers and audio-visual teachers;

3. Create an experimental environment and prepare software and hardware;

4. Collect the materials and data in the early stage of the experiment and archive them as the original data of the experiment.

(2) Experimental stage (1September 1997-February 2000)

1. Standardize experimental operation procedures and carry out in-depth experimental research;

2. Collect experimental data and establish experimental files;

3. Write experimental summary, experimental report and experimental paper in stages, and evaluate the subject in stages.

(3) Summary stage (February 2000-September 2000)

Comprehensive testing, sorting out information and data, analyzing and studying, summarizing laws, writing experimental summary, experimental report and experimental paper, and making final evaluation on the subject experiment.

Nine, experimental personnel and experimental disciplines

Team leader: Xu, senior art teacher, grade 99 (1), (2) art;

Team members: Xian Lan, a first-class music teacher, and a class 99 (1) music teacher;

Shu Hui, a first-class music teacher;

Wang Grade II Music Teacher, 98 Vocal Music Class (1) and (2);

Xie Ling, a second-grade music teacher, was in vocal music classes (1) and (2) in 2000;

Jia, a senior PE teacher;

Xu Hui, a second-class PE teacher, was in (1), (2) and (3) gymnastics classes in 2000;

Liu Feifei, the second-level dance teacher, dances in Class 99 (1);

Tang Xuan Xuan, art teacher;

Dance teacher Liu Bei

Ten, the subject experiment suggestion